Can you hear my voice?

I can hear you, Dr.. Please start by introducing your professional journey in academia.

Uh, yes, uh, my surface. Dr. Ian Balamurugan. Currently I'm working as associate professor in Saint Joseph's College of Engineering. I started my career. In the year of 2000. UH-2. As undergraduate. Umm program engineer in electronics and communication engineering discipline. After that I had completed my post graduate. M Tech Emmy in Digital communication and Network Engineering.

Thank you for sharing that background. When you teach foundational courses in digital communication or network engineering, what is one core concept you find students often struggle with, and how do you approach making it accessible to them?

Then in the year of 2010. I started my research. In Anna University. In the field of cryptography and network security. And I had completed my. Uh, PhD. In the year of 2016. Almost. I'm having a 21 years of vast experience in. Teaching and research in educational institution. Then I graduate and I. More than. 4550 undergraduate Projects. And almost 15. Postgraduate Projects. Currently. I am a recognized supervisor in Anna University. And I'm guiding 3 people under my. Uh, supervisor.

With your experience guiding both undergraduate and postgraduate projects, can you give a concrete example of a student project in cryptography or network security where you saw a significant learning breakthrough?

Yes, it's a cryptography network security field. I guided more than six projects in undergraduate and two projects in post-graduate program. In that. The area. Of cryptography network security. Personally, I would like to introduce the quantum techniques. They're using the quantum physics. I generated. The quantum. See Key Key Seats. For my, uh, stream cipher algorithm. The quantum. Is is one of the major? Plays major role. Uh, greater than the classical types?

Due to this. The most strengthened about It's a man in middle attack. I used to this B92 and BB84 protocol. To generate the key seats for my RSA algorithm.

You’ve published extensively on quantum key distribution and optical network security, including the 2015 “QKD Based Secured Burst Integrity Design for Optical Burst Switched Networks.” How have you integrated the findings from that research into your classroom teaching or student project supervision?

I use this giving this technique for my undergraduate and post-graduate students. They also develop some algorithms and they posted it. Some papers presented some papers in international conferences also.

You mentioned using the BB84 and B92 quantum protocols to generate key seeds for RSA—can you walk me through how you explained the difference between classical and quantum key distribution to your students during this project?

You emphasized the importance of quantum protocols like BB84 and B92 in strengthening security against man-in-the-middle attacks—when your students presented their work at international conferences, what specific feedback or questions did they receive from the academic community about integrating quantum key distribution with classical cryptographic algorithms?

Uh, hardware components.

And driver. B92BB8 four are two stage quantum key cryptography protocols and find the complexity. But so far I did it only in the simulation level alone.

Right, so when you and your students faced these practical challenges and simulation limitations, how did you encourage them to bridge the gap between theoretical quantum cryptography and hands-on hardware implementation, even if just in a classroom or resource-limited environment?

Understood. Considering your experience guiding students through cutting-edge topics like quantum cryptography, how do you adapt your teaching methods when introducing such advanced, simulation-heavy content to undergraduate students who may not have a strong theoretical background yet?

I guess we can use some assimilation types. Multimedia simulation types. Or else we can use ICT tools. Are any simulations softwares like Matlabs?

Optism simulators.

Right, so when using tools like MATLAB or multimedia simulations for cryptography topics, how do you assess whether students truly understand the underlying concepts versus just following the steps provided in the simulation?

Practically, you can. Explain that that. Concept. Of the entanglement. And then how? They generate these keys and how the polarizations will work using the simulations level in Matlab. That may help them. To understand more clear about this concept.

Right, so when you use simulation tools like MATLAB or OptiSystem for teaching, how do you assess whether your students genuinely understand the cryptographic principles, rather than just following the simulation steps by rote?

Right, so when you use simulation tools like MATLAB or OptiSystem for teaching, how do you assess whether your students genuinely understand the cryptographic principles, rather than just following the simulation steps?

Give some uh. Examples. Of the cryptography algorithms, which is clearly defined in the Helium Stallings. Cryptographic principle.

And we can make use of some. Uh, simple. Concepts like this, Technography, techniques. The older type of cryptography techniques. And then? We can. And create some enthusiasm in the class like this technography techniques, what we're writing in the paper by Soop. And then make dip the paper in the water. Then it will be showing that what we write. So they have. Get some interest of under. Uh, learning this. Subject. And they will show some curiosity. They will start to see that the simple algorithms like. Substitution cipher. Desk algorithms. After that, once we created this enthusiasm in the students community. They will come out of that, they will learn something through. Uh, YouTube lectures. Coursera Lectures. Sometime they will uh attending some NPTEL lectures.

You mentioned using simulations and referencing standard texts for foundational algorithms—when students apply these algorithms in their projects, how do you evaluate their ability to adapt or extend them beyond textbook implementations?

NPTEL Lectures. Uh, to learn something. Themselves.

They will come, They will come. Very eagerly to attend. The, uh, next two sessions.

You mentioned fostering curiosity through simple cryptography demonstrations—when students move on to more advanced algorithms like DES or public-key systems, how do you support those who struggle with the mathematical foundations required for deeper understanding?

You’ve described creating enthusiasm with hands-on demonstrations—when students begin researching their own cryptography topics, how do you encourage them to identify research questions that could lead to publication or conference presentations?

Then I'll make up, make some arrangements of a group of professors, associate professors in my area. Then I made the students to present their idea.

Then we will get another critics. By the. Some of the faculties and. Then we will try to. Encourage the students to find the answers for this question. Every critics. Will always. Give the better result. When we really work hard. So I will teach this lesson to the students. To make the critics.

Thank you for outlining that process. Shifting now to pedagogical innovation: For a large-enrollment course in cryptography or network security, can you describe in detail how you would implement an active learning model—such as a Flipped Classroom—without relying on traditional slides or lectures?

To get the critics. And find the answers for this. I will help them. Find the answers. And encourage them to present after that in a present any national international conferences.

Let's turn to the topic of institutional stewardship and accreditation. Suppose your department needs to increase its average research publications per faculty member to meet an upcoming accreditation benchmark. What systematic approach would you take to help achieve this metric?

Appreciate your explanation. When you organize these student presentations and panels for feedback, how do you ensure the process and outcomes are systematically documented for accreditation or departmental review purposes?

Yes, it is. Obviously it is most important to document everything what we are doing actually.

Let's consider a scenario: Imagine you are accused of grading bias in a course, but the administration reminds you of the need to maintain a certain pass percentage for institutional goals. How would you resolve this situation while upholding both academic integrity and institutional expectations?

Reputed institutions.

Understood. Once the students have submitted their final conference papers, what steps do you take to mentor them through potential revisions after receiving peer review feedback from external academic committees?

Yes, I always uh, doing the same process that I will sit along with the students. I will see that the comments which I received from that the external academia.

Thank you for clarifying your hands-on approach. Can you give a specific example of how you have helped a student reframe their research after receiving difficult or critical peer review feedback?

I I will motivate the students.

To write up the exact. Uh, answers, uh, solutions are any uh, replace for this questions. Then it suppose. Something has to be they are informed to incorporate in the. Paper itself or any other suggestions given by the academia? Then I will allow sit along with the students to complete their work. Then incorporate the all the feedbacks given by feedback or suggestion given by the academia. In the paper itself. Then we will upload the paper. In the same conference.

Right. Can you describe a time when you helped a student overcome discouragement after tough reviewer comments, and what specific strategies you used to keep them motivated and focused on improving their work?

Let's discuss industry alignment. Can you explain a concrete strategy you would use to leverage your professional network to create internship or employment pipelines for students in your department?

Recent days is not like that when when what I studied in my undergraduate program. We will simply sit in the classroom. Then we studied our mug up and memorized everything. And then we get a good CGP. Then we believe that we will get a good job. But recent runs is not like that. I understood. So I always. Uh, encourage the students to be. Uh, attending a periodic internships. In their. Respective fields what they were interested. Then uh.

Regularly we invite the people from the. Uh, industries. And. Creating some.

Thank you for sharing your approach. Now, I'd like to verify a few of your core technical and teaching skills for this role. First, can you describe a recent project or teaching module where you applied multimedia concepts or artificial intelligence specifically in the context of media applications?

You mentioned inviting people from industry—can you provide a specific example of how you structured a collaborative project or consultancy engagement with an external company, and what outcomes resulted for the students involved?

The recent days we are conducting some 5G6G technology programs. With the help of Telco Learn Companies and Nokia. We have a in my workings in. I have a placement empower program that it is conducted by me. It's called as a 5G technology center. In there we are explaining that the. RAN and UH-5G core systems. We are teaching these things to the students. And practically we are showing the test bits of the 5G. And explaining how it is working. How it is ran is working. Ran radio access network is working.

You mentioned showing students how the 5G radio access network operates using live testbeds—what specific learning outcomes or skills do you assess when students complete this practical module?

Clear knowledge about this. They will get internships in various places like 5G. And the communication networks companies. For an example, one of my student. Benny has got some internship in. I ate a rookie. In this regarding.

You mentioned your student secured an internship related to 5G—can you explain how you evaluated the student's readiness for that opportunity based on their performance in your 5G technology center activities?

Yes, we are conducting some. Periodic test. Uh, as also. We are conducting some employability enhancement courses in this 5G communication technology by using the Telco Learn people. In in such regards that. The 50 marks, uh. I allocated for the UH internal assessment by accessing the students knowledge and practical testability by using some MCQ questions and all. The remaining 50 marks will be evaluated. By the company itself. I request them to make some arrangements. 25 marks is the. 505 and 25 marks system. Question the test button or any programming patterns they will be given. Then according to the pattern, they will evaluate and give it to me. Then I found out the readiness of the student to. I send them for any internship outside.

Okay, for your theory and laboratory courses, how do you structure your lab sessions to ensure students not only complete experiments but also understand the underlying theoretical concepts?

For. Before starting that experiment, we are giving some review questions itself.

For answering the review questions, they will able to understand the theoretical classes. They will be clear in the theoretical classes itself. They will be answering to the review questions. And moreover. Even even the programming lab and the circuits lab. We're not even simply directly given the circuit diagrams at the programs. We are giving some ideas. Add some calculations we are giving. According to the calculations, they have to develop their own circuits. Then they have to proceed. For that. They have some strong theoretical knowledge. So only they can able to. Cope up with that. So they they attend the classes, theory classes before coming to the practical sessions they will review the things. Whichever we taught in the. Theoretical classes itself.

Right, so after giving review questions before the experiment, how do you assess whether students have truly internalized the theoretical principles when they conduct their lab work?

Understood. When students design their own circuits based on calculations you've provided, how do you address common misconceptions or errors that you observe during these lab sessions?

That it is called as the inference inference of the result. The inference is most important. The ex. We know that the results will come actually. But what is the inference? We are asking this question to the students. What does that, uh, the deviation? Are you any uh. Wrongly data entered. Lessons We are asking that in. Inference so. Then we will teach them that what is that error was happened. Why? It is because?

When you guide students through analyzing their experimental errors and drawing inferences, can you share a specific instance where this reflective process led to a deeper understanding or a breakthrough for a struggling student?

Design for the. Oscillators. There's a shelter. The what we are expecting the frequency, the operating frequency will not be matched with that. Then we ask them what is the reason? What is the inference?

So they are using this. Some discrete components in the resistors get. Indict us. The exact value will not be available. So they have to use the DAB. Are variable resistance. Capacitance will be. Constant and they would. Vary the, uh, inductance factors. So that time. They may be wrongly chosen some values. So we will teach them that how to correct the error.

Thanks for elaborating. Shifting to student evaluation, can you describe how you handle grading disputes or requests for re-evaluation, especially when a student challenges the outcome of a practical or theory exam?

Thanks for detailing your approach. How do you ensure your communication style and teaching materials are structured in a way that supports students with different learning speeds or backgrounds in your classes?

Yes, deliberately we are. Uh, classifying the students is past learners and slow learners. For the slow learners, we are giving some. On the university questions and answers. Handley return materials. Some video lectures every. For the fast learners, we are insisting them to do some NPTL courses. Related to that subject. To enhance more thing about that, uh, sub, uh, sorry. Doing some assignments.

In NPTEL lectures. NPTL. Swayam in PTA process.

Understood. Can you walk me through a specific example of how you structure and evaluate student projects or research guidance, particularly in the area of multimedia or AI in media?

You mentioned assigning NPTEL and Swayam courses to fast learners—can you describe a time when a student’s completion of one of these external modules directly influenced or improved their project work or classroom participation?

Classroom participation will not help you help the people to bring out in all these kind of.

External events.

Understood. Earlier you mentioned giving additional assignments to fast learners—can you give a specific example of how a student applied knowledge from an external course or assignment to improve or innovate in a lab project?

Understood. Since you emphasize external events and modules, can you provide a concrete example of how a student's involvement in such an external event or course had a measurable impact on their performance in a multimedia or AI in media project under your supervision?

Apart from that, we are allocating some time to the students. To take up this NPTL sessions. And we are motivating them to do complete. They didn't the stipulated period. If they have some difficulty to answer this, any questions? We will guide them.

Understood. For your industry projects or consultancy experience, can you describe a specific consulting engagement or project where your technical input led to a meaningful outcome for the client or partner organization?

Yes. I did some uh, simple consultancy projects, uh in my electronics field. Uh, then it will contribute, uh. The group of people are combined together. Uh, we are doing some consultancy work. Then we can able to. Learn something. From others also. Then the same time. We can share our ideas to the. Our group of people. Then a fruitful outcomes will come. In our recent days. Acting as a 5G consultant.

As a 5G consultant, can you describe a technical challenge you encountered in a recent engagement and explain the specific solution or recommendation you provided to address it?

The Tamil Nadu Skill Development Corporation.

You mentioned acting as a 5G consultant; can you describe a technical challenge you encountered in one of these recent DADB or Tamil Nadu Skill Development Corporation programs, and explain the specific recommendation or solution you provided?

Even the open source software may not be available. So the time, what we are expecting in the sense the government has to be take some steps too. Give giving some. Uh, additional funds to the institutions? Uh, to buy. And make setups of this, uh, communication. Programs.

Right, resource constraints are a recurring issue. Shifting to your research background, can you discuss a publication of yours in a reputed journal and explain the original contribution or insight it offered to the field?

Yes, in this my research field is cryptography and network security by using the quantum keys. Then in the initial stages of message in the 2014 itself then I used some. Two stage quantum key. Protocols. To develop. A key seats for my RSA algorithms. By the way of this RSA algorithm. I'm encrypting the bus. I'm trying to encrypt the burst in the optical burst.

My my motto is to combine the various technologies together.

Interesting application of quantum key protocols in cryptography. Can you explain a specific technical limitation or challenge you encountered while integrating quantum key generation with RSA for optical burst encryption, and how you addressed it?

Combining technologies is a strong approach. When you used two-stage quantum key protocols with RSA for optical burst encryption, how did you validate the security or performance improvements over traditional RSA methods?

For cryptography and network security I taken. The obvious.

Then the key for key generation. Instead of using the classical encryptions, I'm using the quantum key techniques. I used I studied that the basic protocols of B92 and BB84. Then with. Uh, to make some trade off between the complexity order. And the number of bits. Recognized by the receiver. Then I'm using this 22 stage account. Quantum cryptography technique.

Combining quantum key protocols with RSA is quite innovative. Can you describe how you measured or demonstrated the security benefits of your approach compared to more traditional methods in your published work?

You mentioned studying B92 and BB84 protocols for quantum key distribution—when implementing your two-stage quantum cryptography technique, how did you determine the optimal trade-off between complexity and the number of bits successfully recognized by the receiver?

By Hindavi. Then Journal of Optical Communications in Degrooter. In the Journal of Optical Communications. Continuously 3 years.

11 article last. Been published by. My research. In the year of 2014, Fifteen 16. After that recent days I'm using.

Publishing in the Journal of Optical Communications for three consecutive years suggests sustained research—what new insight or advancement did your most recent paper in that journal introduce compared to your earlier work?

Totally, uh, I having. More than 20 research articles recent days I am. Turning up my research into.

You mentioned publishing 11 articles, including work on quantum key protocols and optical burst encryption—when you shifted to using quantum key-based generation over classical approaches, what was the most significant improvement you observed in terms of cryptographic strength or system efficiency?

Understood. Since you have guided students on NPTEL and Swayam coursework as well as research, how do you evaluate student performance in both standard exams and less traditional formats like project-based assessments?

The wireless sensor networks principles. I'm implementing this concept. The cognitive radio in the wireless sensor.

You've mentioned implementing cognitive radio principles in wireless sensor networks—what was a major technical hurdle you faced in that integration, and how did you address it?

But the cognitive radio network is the coming under this infrastructure network.

So implementing this infrastructure principle. In the infrastructure less network. The technical challenges will be there. Who will be that? The primary user? Who are the secondary users? And what is the designated? Frequency of the primary user. Then how it will? It can be. Uh, distributed when they will not used by the primary user? Then how it will be used like this to buy the secondary user? These are the primary challenges.

Okay. Given the difference in network infrastructure you just described, how did you adapt your approach to ensure cognitive radio features could function reliably within the constraints of a typical wireless sensor network deployment?

Understood. When you encountered the issue of identifying primary and secondary users in an infrastructure-less wireless sensor environment, what specific method or protocol did you implement to manage spectrum access fairly?

Then the technique is called as a spectrum sync. Conventional spectrum sensing sensing techniques are available. Like. EDMF filter. Matched field testing techniques.

You mentioned using conventional spectrum sensing techniques like EDMF filters and matched field testing—can you describe how you validated the accuracy or reliability of your sensing approach in a real wireless sensor deployment?

Then we designed something like switching between the Ted and EMF. Where we consider that the signal to noise ratio. The SNR value. According to the SNR value. Then we are switching. Which type will be? Contributed. More and how this technique will be. Effectively.

To switch that to the primary user frequency to the secondary user. That is my contribution. That is also presented in the. Journal it is called. International Journal of communication system.

Thanks for outlining your spectrum sensing strategy. How did you evaluate whether the SNR-based switching between TED and EMF techniques actually improved spectrum utilization or network performance in your experiments?

Thanks for explaining your SNR-based spectrum sensing strategy. Shifting focus, can you describe a recent instance where you supervised student research or guided a student project, and how you ensured the student developed both technical skills and independent problem-solving?

Some of them having technical skills. Some of them having, uh, problem solving skills.

I could not. I couldn't, uh. Say that the people having that. Higher level of IQ in both of the techniques.

Right. When you encountered students with strong problem-solving skills but weaker technical backgrounds, what specific strategies did you use to help them master the technical concepts required for their projects?

Then we have to motivate.

To it and the problem solving techniques after that. They will have how to implement this in any of the simulator.

Understood. When you identified students who excelled technically but struggled with creative problem-solving, what specific activities or guidance did you provide to help them develop those skills?

Right. When a student struggles with motivation, what concrete steps do you take to help them regain focus and actively engage with their research or coursework?

Understood. When you have students implement their solutions in simulators, how do you evaluate whether their approach is both technically accurate and demonstrates independent thinking?

We have some. Benchmark levels for this. Without any benchmarks, I will not encourage anybody to do something like.

Any simulations?

Got it. When a student's results fall short of your benchmarks, how do you provide feedback or adjust your guidance to help them progress?

Initially I instruct them.

Right. When a student's simulation results exceed your established benchmarks, how do you encourage them to further refine or extend their work rather than stopping at the minimum requirement?

Okay. When instructing students at the start of a simulation project, what criteria do you use to determine if their initial solution design is ready for implementation or needs more refinement?

Literacy literature survey about that. The trend, what they what they are working.

Then conclude everything that whatever that the existing tech.

Okay. When students conduct their literature survey for simulation projects, what specific criteria do you use to judge whether their survey is sufficiently comprehensive and relevant to their chosen topic?

Right, so after guiding students through literature review and benchmarking, what indicators do you look for in their simulation results that show they've actually understood the underlying theory rather than just following instructions?

They bring the results. The results will show them, uh, show them their. The contributions.

Sometimes they will say this. They will focus on the complexity order. Some things they will.

Understood. When a student’s simulation results don’t match expected benchmarks, what’s your first step in diagnosing whether it’s an issue with their theoretical understanding, their implementation, or external simulation factors?

Okay. When students focus on complexity order in their results, what do you look for to ensure they’re not just quoting numbers, but actually analyzing the trade-offs or implications in their approach?

The parameters, not values. When I meet this, if these parameters are correct, then I'll allow them to further proceed. That is, I'll change the directions. In some other way.

Values.

Understood. When you select parameters for evaluating student simulations, how do you decide which parameters are most relevant for demonstrating a meaningful contribution to the field?

I'll periodically monitor them.

You mentioned adjusting students’ directions if their chosen parameters aren’t appropriate; can you give a concrete example of a time you redirected a project’s focus, and what specifically prompted that intervention?

Periodic monitoring is important. When you identify that a student’s simulation methodology is incorrect during one of your checkpoints, how do you help them correct course without giving away the full solution?

Intermediate checkpoints is most important. Simply, we allocate some work, then we will do some other work after.

Going around. Longer be maybe happen. So every two weeks once I will conduct some review. In my cabin. The students will come and explain their ideas. How they will get an ideas? Their literature service the hard copy of the peoples. And then they will look it into the. If it is correct then I will allow them to continue. Yes, I will advise them. Then I will give some suggestions.

You mentioned allocating work and then refocusing; can you give a specific example of how you adjusted a student's simulation project direction after an intermediate checkpoint revealed an issue?

In the in the week itself. Then I will. Give some work. To further continue this in the right way.

You mentioned conducting reviews in your cabin every two weeks and giving suggestions—can you describe a specific instance where your feedback during one of these sessions led to a significant improvement in a student’s simulation project?

Understood. You mentioned reviewing students' literature surveys and hard copies—what do you look for in those surveys to determine if a student is genuinely engaging with current trends rather than just summarizing existing work?

Being that recent works published and recent results of that respective. Problem. They should not. We should. We are not encouraging them to, uh, making a copy of a papers, a bundle of papers and writing more things in the notebook. It's not like. They have to see and analyze the what is the recent research is. We happened in that area and what is the outcomes? And what is the results? They were published. What they were encountered? They have to come along with that. Then we are taking a problem of that the conclusions of the papers published in. Uh, repeated articles.

Right. When students identify recent outcomes and conclusions from highly cited articles, how do you ensure they are synthesizing those findings into their own research direction rather than merely reporting them?

Adena.

Not only simply analyzing that results. They have to take up this as the initial base to that. Their work.

You emphasized avoiding simple reporting of published outcomes; can you describe a time when a student initially just summarized articles and you had to guide them toward developing their own research question or hypothesis?

Then they have to start something. Then. If any partial results were coming, then I will analyze everything that what is the uh. The problem they have taken. And how this problem is encountered? And then I will analyze everything. It's periodical.

So once a student has used recent research as a foundation, can you give an example of how you guide them to formulate a unique research question or hypothesis rather than just extending previous work?

Understood. When you analyze a student’s partial results and the way they formulated their problem based on recent literature, what specific criteria do you use to decide whether their approach is sufficiently original to proceed?

As its depends the quality of the article, what they have taken and the problem the.

Okay. When evaluating the quality of the article and the problem a student selects, can you give a concrete example of what would make you reject a student's chosen research direction as not original enough?

Without any the problem start the concrete problem statement and without research objectives they cannot proceed anything they will not. That any other any fruitful results will not come.

Then it is the. Duty of the responsibility of the supervisor. To align that the problem statement and the research objective of the student and trying them to. Uh, go in that way.

You stressed the necessity of a concrete problem statement and clear research objectives—can you walk me through how you help a student refine an overly broad or vague objective into something actionable and specific?

Right. When you’re aligning a student’s problem statement and research objectives, what strategies do you use if the student resists narrowing their topic or struggles to focus their aims?

What is that the outcome of this research? I I I need to explain them?

I bring them in a line.

Right. When you have to motivate a student to realign their objectives, can you give a specific example of how you explained the value of narrowing their research focus to them?

To do that work.

Thank you. When students are having difficulty seeing the potential outcomes of their research, how do you help them connect their objectives to real-world applications in multimedia or AI in media?

When you realign a student's objectives, can you share a specific time when a student initially disagreed with your direction, and how you resolved the disagreement while keeping the student motivated?

Uh, problem statement.

Understood. When you bring a student’s work into alignment with your defined problem statement, how do you measure whether their subsequent progress and deliverables reflect that alignment in practice?

Yes, it is. So it's my area. So. Before I engage with the students, then I have to take up my time to read something. Then find out this uh.

Outcome of this result what what I'm expecting. Through some studies. Then. Periodically. I will see that. Uh, weather. Uh, it is the right way that what I am expecting. What does that? The objectives has been framed by the supervisor. Then the results, the partial results have been. Come from that students. Will reach that. The objective levels I. Check these things, it's my duty.

Okay. You mentioned taking your own time to read and prepare before engaging with students—how do you keep your own knowledge of current trends in multimedia or AI in media up to date so you can guide students effectively?

Got it. When you check whether partial results are leading toward the supervisor’s framed objectives, can you describe a time when the early results indicated a need to revise either the objectives or the student’s approach?

Yes, I'll give you enough time to the students. I will not ask anybody. Even miss call us.

You mentioned giving students enough time and not pushing them unnecessarily—can you walk me through how you balance that patience with ensuring they meet key research milestones on schedule?

All of them will not complete within the deadlines.

Right. When some students fall behind schedule, what specific steps do you take to help them catch up without compromising the quality of their research?

Extend the time.

Understood. Earlier you mentioned involving co-faculty when students face significant challenges—can you give a concrete example of how collaboration with a co-faculty directly helped resolve a student's research roadblock?